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http://dx.doi.org/10.30807/ksms.2022.25.3.003

Development and Application of Assessment Items for the Diagnosis of Difficulties in Learning Elementary Mathematics  

Kim, Hee-jeong (Korea University)
Cho, Hyungmi (Jeonju National University of Education)
Ko, Eun-Sung (Jeonju National University of Education)
Lee, Donghwan (Busan National University of Education)
Cho, Jinwoo (Gongju National University of Education)
Choi, Jisun (Gwangju National University of Education)
Han, Chaereen (Seoul Deungchon Elementary School)
Hwang, Jihyun (Korea National University of Education)
Publication Information
Journal of the Korean School Mathematics Society / v.25, no.3, 2022 , pp. 261-278 More about this Journal
Abstract
The purpose of this study is to develop an assessment to diagnose difficulties in learning mathematics and misconstructions that elementary students have. With thorough theoretical background and analysis of mathematics curriculum documents, we established learning trajectories for the following content areas in grades 3 to 6: number and operation, regularity, data and chance, geometry, and measurement. Then, the research team created the assessment items targeting a specific stage in the learning trajectories and including item options to identify possible misconceptions. Based on the unified validity theory, we reported the detailed procedure of the assessment development and the evidence for the content, substance, and structural validity of the assessment. We collected the data of 675 elementary students. Rasch measurement modeling was applied, and Cronbach's alpha was estimated. We considered how to report students' assessment results to teachers appropriately and immediately, which suggested important implications for supporting teaching and learning mathematics in elementary schools. We also suggested how to use the assessment developed in this study in online and distance learning environments due to the COVID-19 pandemic.
Keywords
Learning difficulties in mathematics; Misconceptions; Diagnosis; Feedback; Assessment development;
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